Engineering and Theology

So there I was reading an interesting paper titled "Theology and the outcomes-based curriculum: the value of not knowing" in the 2006 spring edition of the "Discourse" journal when I became struck by the familiarity of the narrative.

The question struck me; could it be that there are parallels between the teaching of theology and the teaching of engineering? It seemed that there were.

The paper (by Darlene Bird) outlined how theological education in the UK has been impacted by the modern trend in education to have outcomes that are "useful" for the British economy and that learning for learning's sake was now regarded as "a bit dodgy". The paper sought to counter this view and proposed an argument in support of an education not restricted by such narrow, materialist and utilitarian outcomes. Focussing on the teaching of theology in a higher education setting the author argued that students should be exposed to the uncertainties and unknowns of this world and that the system should provide the necessary space for open enquiry and discovery. Through such exposure students will be free to develop more independently.

I felt somewhat swayed by the idea that engineering education may be set free from the shackles of overly prescribed curricula.

The argument went on to reflect on how this utilitarian shift has been accompanied by the redefining of knowledge as a commodity which intern has led to the dominance of an "operationalist" ideology in higher education. The jargon associated with this paradigm focuses on skills, competencies and outcomes and seems devoid of the notions of wisdom, reflection and self-awareness. Education was perceived as having more to do with "training" than with "educating" with little room for transformativity; a process whereby not just the student is changed but the acquired knowledge is transformed in the mind of the student.

This point again struck a chord with me as I remembered the discussions I have had with others on an Engineering and Philosophy E-Forum relating to the importance of truth, honesty, knowledge and wisdom in the engineering profession.

It seems that the theological fraternity has been resisting this trend, which the paper described as reductionist and impoverished and favouring product over process. Education, it was argued, should be transformative, have a profound impact on a person's life, inducing changes in perspectives and attitudes and foster a lifelong quest for wisdom, respect for one's own integrity and that of others, self-examination in terms of the beliefs and values adopted for one's own life and the challenging of prejudices.

Weighty stuff I thought, but not so different from discussions on the E-Forum relating to engineering ethics, sustainability and the duty engineers have to society


The paper concluded by suggesting that a higher education should challenge beliefs and expose prejudices, it should open up the space for students to ask questions - questions that have no answer - and it should provide the opportunity for students to reflect on how they would respond to not having an answer, to not knowing - or acknowledging that they do not know - which is the beginning of wisdom. True knowledge, the author wrote, does not lie in the recitation of facts or in the acquisition of skills: true knowledge has to do with understanding - and facing up to - our human condition.

I felt convinced, challenged and enthused - what direction should the engineering profession be driving towards? A skills base or a knowledge base? Surely one cannot exist without the other? Should the education system focus on knowledge and employers provide the skills training? Some philosophical and some practical questions - perfect Philosophy of Engineering material.